The influence of occupational socialization on physical education teachers' interpretation and delivery of teaching games for understanding

摘要: Despite sound policy and educative reasons for its adoption, the use of Teaching Games Understanding (TGfU) (Bunker Thorpe, 1982, 1986b) amongst Physical Education (PE) teachers remains limited. Previous research has indicated that PE (student) teachers’ past current experiences influence their interpretation application this instructional model. The purposes interpretative case study therefore were to (a) examine how not formally educated in interpreted delivered TGfU using net games (b) identify factors led delivery participants three purposefully selected from a Sports Academy West Midlands, United Kingdom (UK). Data collected through formal, stimulated-recall informal interviews, lesson observation field notes, teacher reflective journals planners. theoretical framework used guide data collection analysis was occupational socialization¹ (Lawson, 1983a, b). inductively analysed by then cross-case (Lincoln Guba, 1985). Findings showed demonstrated differing versions based around teaching tactics, techniques social constructivist learning strategies. Themes influenced interpretations individually and/or collectively knowledge games; capabilities behaviour pupils present colleagues. original contribution thesis is workplace appears incapable encouraging full version model be utilised previously UK, irrespective relative simplicity game taught time frame. It recommended receive Continuous Professional Development (CPD) develop understanding tactical problem-solving nature ensure they have sufficient content able implement underpinning theory effectively.